Communicating Research Evidence within the Therapeutic Space: A Competency Framework for Graduate Social Work Education

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Teaching in Social Work Pub Date : 2023-05-27 DOI:10.1080/08841233.2023.2221171

Keith Adamson, Keri J West, C. Sato

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Abstract

ABSTRACT Although social work, as a profession, has increasingly emphasized the importance of evidence-based practice (EBP), social work students do not consistently learn to infuse EBP as a process in their daily practice, contributing to low EBP uptake in the field. Communicating evidence to clients is an ethical imperative for informed consent and a precondition for shared decision-making; however, students are not adequately trained to talk to clients about research evidence as part of intervention planning and contracting. This article describes the development of a competency framework for communicating research evidence within the therapeutic relationship, in support of a teaching and learning innovation aimed at cultivating holistic competence in Master of Social Work students as they learn about and perform EBP. The competency framework draws on models and practices from social work, medicine, nursing, psychology, and related disciplines. The development of competencies in the communicative process within EBP is part of an evolving pedagogical approach that may serve to enhance EBP education in social work.

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在治疗空间内交流研究证据：研究生社会工作教育的能力框架

摘要尽管社会工作作为一种职业，越来越强调循证实践（EBP）的重要性，但社会工作学生并没有始终如一地学会将循证实践作为一个过程融入他们的日常实践中，这导致了该领域对循证实践的接受率较低。向客户传达证据是知情同意的道德义务，也是共同决策的先决条件；然而，作为干预计划和合同的一部分，学生们没有接受过充分的培训，无法与客户谈论研究证据。本文描述了在治疗关系中交流研究证据的能力框架的开发，以支持旨在培养社会工作硕士学生在学习和执行EBP时的整体能力的教学创新。能力框架借鉴了社会工作、医学、护理、心理学和相关学科的模式和实践。EBP交际过程中能力的发展是一种不断发展的教学方法的一部分，这种方法可能有助于加强社会工作中的EBP教育。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Teaching in Social Work EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Teaching in Social Work fills a long-standing gap in the social work literature by providing opportunities for creative and able teachers—in schools, agency-based training programs, and direct practice—to share with their colleagues what experience and systematic study has taught them about successful teaching. Through articles focusing on the teacher, the teaching process, and new contexts of teaching, the journal is an essential forum for teaching and learning processes and the factors affecting their quality. The journal recognizes that all social work practitioners who wish to teach (whatever their specialty) should know the philosophies of teaching and learning as well as educational methods and techniques.